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GRADE 1 to 12 School SANTIAGO NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher CHRISTIAN EA Learning Area ORAL COMMUNICATION IN CONTEXT
Teaching Dates and Time JULY 8-12, 2019 Semester FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner realizes the rigors of crafting one’s speech.

B. Performance Standard The learner proficiently delivers various speeches using the principles of effective speech delivery

C. Learning The learner The learner The learner The learner


Competency/Objectives Uses principles of effective speech delivery focusing on Uses principles of effective speech
articulation. delivery focusing on articulation. Uses principles of effective speech delivery Uses principles of effective
Write the LC code for each. focusing on Modulation speech delivery focusing on
EN11/120C-IIcj-26.1 EN11/120C-IIcj-26.1
1. Articulate sentences EN11/120C-IIcj-26.2 Modulation
1. Familiarize themselves with the consonant effectively EN11/120C-IIcj-26.2
sounds from the IPA; 2. Deliver with confidence 1. Identify features of effective modulation 1. Show sympathy and
2. Pronounce the consonant sounds of the words assigned oral activity in speech delivery; respect in doing tasks;
correctly; 2. Perform oral and breathing exercises and
3. Deliver sentences with proper articulation. 3. Deliver with confidence assigned 2. Deliver lines of
oral activity speeches and
statements with proper
modulation
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
 Articulation Articulation Modulation
IV. LEARNING This consists of printed, non-printed, and online sources.
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials IPA Basics : Manner of Articulation https://www.rappler.com/life-and- Exercising Your Voice for Optimal Quality
from Learning Resources style/specials/miss-universe/219078- https://www.wikihow.com/Improve-Your-
https://www.youtube.com/watch?v=J3IO5K5ZGB4 catriona-gray-winning-answers-2018- Voice
coronation Vocal Exercises for Better Public Speaking

https://www.quickanddirtytips.com/business-
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career/public-speaking/vocal-exercises-for-
better-public-speaking

PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or 1. Let the students read the poem “Pronunciation Review of the past lesson. Review of the past lesson.
presenting the new lesson Poem.
2. Let the students cite insights about the activity.

B. Establishing a purpose for the 1. What did you observe on the words upon reading If you had something to say, could you Post questions and let the students respond Learners watch a video clip
lesson them? say it? using three responses with appropriate of a speech delivery. Then
2. What were the words you pronounced correctly and volume of voice. while watching, they should
what were the words you mispronounced? If you had an idea, could you convey it identify the parts of the
easily? “No, I can’t” – Low volume speech where the speakers
“Maybe, I can” - Middlel/Normal vary its modulation of voice
“Of course, I can” - High volume by underlining the statement
in the speech transcript.

C. Presenting examples/ Situation Analysis: Give the following oral exercise to the
instances of the new lesson students as they work in pair.
You and your friends are sitting around the dining hall
talking about your MIL class. Each of you has a different Catriona Gray’s winning answer in Ms.
instructor, but the subject is the same. Universe 2018
Your friend says, 'I really like our teacher, Sir Ade. He What is the most important lesson you’ve
tells us all kinds of interesting stuff, and his accent is so learned in your life, and how would you
cool. British, you know.' apply it to your time as Miss Universe?
Meanwhile, you are like, 'What? Really, dude? My Answer: I work a lot in the slums of
teacher is so boring. I can hardly understand her. She Tondo, Manila, and the life there is very
has an accent thicker than mud and a personality to poor and very sad. I’ve always taught
match.' myself to look for the beauty in it, to look
for the beauty in the faces of the children,
What is wrong with your teacher? and to be grateful. I would bring this
aspect as a Miss Universe to see
situations with a silver lining, and to
assess where I could give something,
where I could provide something as a
spokesperson. If I could teach also
people to be grateful, we could have an
amazing world where negativity could not
grow and foster, and children would have

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a smile on their face. Thank you.
Call on some volunteers to deliver then
facilitate discussion
D. Discussing new concepts and Discuss articulation and its importance in speech a. Discuss
practicing new skill #1 delivery. Exercising Your Voice for Optimal Quality
b.

E. Discussing new concepts and Let the students watch IPA Basics : Manner of
practicing new skill #2 Articulation

F. Developing Mastery Let the students work with a partner as they do Divide the class into groups and let each Pick lines from the
some articulation exercises. group practice those relaxing and breathing transcript, internalize the
exercises provided meaning, then deliver it with
proper modulation (teacher
use rubrics)

G. Finding practical applications How will you avoid a terrifying situation What impression is given when there is lack
of concepts & skills in daily living when you mispronounced a word in the of modulation?
middle of your speech?
H. Making generalizations & 1. From the activities and discussions Lead the class to understand that proper
abstractions about the lesson that we had, give your insights about modulation gives life to a talk, stirs
the importance of correct emotions, and motivates to action.
pronunciation.
2. How important is correct
pronunciation in delivering a
speech?

I. Evaluating Learning Formative Assessment: Using the pageantry style, ask questions Oral Performance Tasks
Individually (if possible), assign two sentences to from the students and let them give their assessment
each student to deliver. answers.
J. Additional activities for For additional input, listen to the podcast:
application or remediation
Vocal Exercises for Better Public Speaking
https://www.quickanddirtytips.com/business-
career/public-speaking/vocal-exercises-for-
better-public-speaking

V. REMARKS

VI.REFLECTION Reflect on your


teaching and assess yourself as
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a teacher. Think about your
students’ progress this week.
What works? What else needs to
be done to help the students
learn? Identify what help your
instructional supervisors can
provide for you so when you meet
them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation.

B. No. of learners who require


additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation

E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

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